Microaggressions experienced by LGBTQ academics in Canada: “just not fitting in… it does take a toll”

Beagan, Brenda L.; Mohamed, Tameera; Brooks, Kim; Waterfield, Bea; Weinberg, Merlinda

doi:10.1080/09518398.2020.1735556

Cited by 29 publications

(28 citation statements)

References 25 publications

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“…Various authors have outlined microaggression as a problem [10,54,165], including Canadian research funding agencies who provide the following definitions for microaggression "brief and common verbal, behavioural or institutional actions that play into stereotypes or discrimination against a group of people, often from underrepresented groups" [45]. Many of the problems that are outlined in the last section, of which all are also applicable to disabled students, non-academic staff, and academic staff can be seen to feed into microaggressions.…”

Section: Microaggressionmentioning

confidence: 99%

“…One thesis used existing microaggression characteristics and modified them to develop a disability microaggression scale [185] and another thesis employed an ableist microaggression scale [187]. Minority stress theory is used to argue that minority groups face "chronic sociocultural stressors distinct from those faced by faculty in general", whereby the following stressors and negative external events and conditions are identified, "expectations of rejection or mistreatment, vigilance and desire to conceal identity and the internalization of social stigma" [10] (p. 4). If one looks at disabled students, non-academic staff, and academic staff, the factors identified around ethnic minorities and microaggression can all be seen to be present around disabled students, non-academic staff, and academic staff.…”

Section: Microaggressionmentioning

confidence: 99%

“…One recognized problem that arises from being identified in a negative way is the evaluation of teachers with a stigmatized identity. Problems with student evaluations of teaching is a recognized problem and it is linked to the identity that one is linked to; to give one quote from a participant: Regarding student evaluations, another article looking at LGBTQ academics makes the link between teaching evaluation and a stigmatized identity of a teacher: "Disclosing a stigmatized identity-especially if it intersects with other marginalized identities-may undermine authority in the classroom (Branfman, 2015;Misawa, 2015), leaving faculty 'viewed as biased, politically coercive, inappropriate and non-academic' (Johnson, 2009, p. 186) or seen as pushing an agenda (Nielson & Anderson, 2014)" [10] (p. 3) (for the references that are cited in the quote [196][197][198][199])…”

Section: The Issue Of Identitymentioning

confidence: 99%

“…The Athena SWAN charter expanded over time to, for example, include transgender and Advance HE recently produced a race equality charter that "aims to improve the representation, progression and success of minority ethnic staff 1.1. EDI EDI becomes an ever-important part within many universities, including Canadian universities [4][5][6][7][8][9][10][11]. The origin of the EDI initiatives is rooted in the 2005 Athena SWAN (Scientific Women's Academic Network) charter from "Advance HE" in the UK, which has the purpose of initiating actions that generate gender equality in higher education and research [1].…”

Section: Introductionmentioning

confidence: 99%

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Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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Section: Microaggressionmentioning

confidence: 99%

Section: Microaggressionmentioning

confidence: 99%

Section: The Issue Of Identitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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“…Students are interested in the topics that LGBTIQ politics scholars take on -a demand that most institutions, particularly in our field, are still not supplying fully. Several studies of the profession itself point towards the systematic exclusion of scholars(hip) on gender identity and sexuality (APSA, 1993;Duyvendak and Krouwel, 2000;Kollman, 2010;Currah, 2011;Brettschneider, 2011;Mucciaroni, 2011;Paternotte and Perreau, 2012;Brettschneider et al, 2017;Reid and Curry, 2019;Zamani-Gallaher et al, 2019;Beagan et al, 2021;Majic and Strolovitch, 2020). 4 Novkov and Barclay (2010), for example, uncovered sizeable scepticism towards LGBTIQ research in their survey of the political science field, which surprised them given that people (presumably especially social scientists) are cautious about displaying overt discriminatory tendencies in a survey.…”

Section: Structural Exclusionsmentioning

confidence: 99%

Not that niche: making room for the study of LGBTIQ people in political science

Ayoub

2022

European Journal of Politics and Gender

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Despite both unparalleled progress on and persistent backlash to LGBTI rights in world politics, LGBTIQ people are rarely centred in our work as political scientists. This article charts the status of LGBTIQ scholarship in political science, advocating the creation of new spaces for such scholarship in the field, including in the pages of journals like the European Journal of Politics and Gender. Drawing on recent studies of the profession and on the reflections of leading LGBTIQ thinkers on navigating their presence in the subfield, I argue that LGBTIQ scholars and their scholarship still face individual-level and structural discrimination in political science. This encompasses active and passive homophobia and transphobia in teaching, getting hired and promoted, gaining access to research funding, and the publication process. Key messages <ul><li>The article charts a brief history of the status of LGBTIQ scholarship in political science.</li> <li>The article advocates for new spaces for such scholarship in the field, including in the pages of journals like the European Journal of Politics and Gender.</li> <li>The article draws on recent studies of the profession and on the reflections of leading LGBTIQ thinkers on navigating their presence in the subfield.</li> <li>The article argues that LGBTIQ scholars and their scholarship still face discrimination in political science, and that this neglect is not without consequences for knowledge production in the field.</li></ul>

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“I had to get married to protect myself”: Gay academics’ experiences of managing sexual identity in China

Cui

2022

Asian Journal of Social Science

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Microaggressions experienced by LGBTQ academics in Canada: “just not fitting in… it does take a toll”

Cited by 29 publications

References 25 publications

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Not that niche: making room for the study of LGBTIQ people in political science

“I had to get married to protect myself”: Gay academics’ experiences of managing sexual identity in China

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